October 2017 Articles
- Student self-concept is a predictor of academic achievement
- Reading and writing with your children at home improves literacy skills AND executive functions
- Why do boys with ADHD often fidget during academic tasks?
- More evidence that playing a musical instrument is good for the brain
- Does anxiety come from perception of risk, or aversion to consequences?
- Critical thinking training helps people spot pseudoscience
- Creativity = brain connectivity?
- Proficiency with fractions is key for algebra skill development
- The thrill-seeking teenage brain
- To sleep, perchance to text
- Spatial reasoning and early math skills
- Mindfulness meditation as a treatment for anxiety
- Working memory and dyslexia
- Limitations of lectures on learning
- 6 Questions: Addicted to Social Media?
- Practice tests may help to reduce testing stress
- New Research on ADHD persisting into adulthood
- Neuroscience can and should inform educational policies
- American Academy of Pediatrics new guidelines on screens/electronic media for children and adolescents
- Brain research shows how reading and oral language are connected
- Exercise associated with better memory recall
- Adding movement into curriculum
- How brain development influences risk taking behavior in adolescents
Student self-concept related to math and reading actually predicts long term math and reading achievement, even when controlling for ability and learning differences! This study supports the importance of a positive, growth mindset in students.
Great research to suggest that parents who read and write more with their children at home not only improve emerging literacy skills, but also contribute to a lifetime of improved executive functions.
New research on boys with ADHD suggests that fidgeting happens when they are using a large amount of "working memory," which is more common on academic tasks than with leisure activities. This is why we accommodate fidgeting at The Howard School...fidgeting is adaptive and helps with focus!
Research is discovering the important role of working memory in the development of reading skills. At Howard School, we naturally use strategies designed to maximize working memory potential with our students.
Brain research has much to tell us about how the brain learns best. This article shows many of the reasons why research needs to be translated into best practices in education more readily. I'm so proud of being part of The Howard School, who already is doing so many of these evidence-based best educational practices!
From our friends at The Dyslexia Foundation (for which Howard School is a sponsor), here is an article about how fMRI studies are showing that reading is intimately tied to spoken language, and it develops in a similar way in the brain regardless of the type of writing is used to represent the language.